Meaningful Learning Experiences For Students Research Articles

Exploring Mathematics Teachers’ Attitudes towards Indigenizing Pedagogies in Mathematics Education in Southern Province, Kalomo; Zambia

This research study aimed to investigate the attitudes of mathematics teachers towards indigenizing pedagogies in mathematics education in the Southern Province of Kalomo, Zambia. The study employed a pragmatic approach, which is suitable for mixed methods research as it focuses on using the most effective methods to answer the research questions. This approach allows for a flexible combination of both quantitative and qualitative methods. The study also utilized a Sequential Exploratory Design, starting with quantitative data collection and analysis, followed by qualitative data collection and analysis. This design is particularly useful when the research is in an exploratory phase and aims to understand a phenomenon in-depth before quantifying. The study was grounded in pragmatism and involved a total of 343 participants, including 55 mathematics teachers and 271 Grade 12 pupils. while the qualitative component involves 17 participants from community members, the District Education Board Secretary’s office, and school administrators. Various data collection methods were employed, including surveys, interviews, focus group discussions, observations, and document analysis. The collected data were analyzed using descriptive and inferential statistics, which were validated through a pilot study and reliability assessment using Cronbach’s Alpha. The results of the study indicated that teachers in Kalomo District favored indigenized teaching methods in mathematics education. This finding is significant as it highlights the potential of indigenizing pedagogies in enhancing educational quality in Zambia. The study emphasized the impact of indigenized pedagogies on student engagement, performance, and cultural identity. Specifically, the findings revealed that students were more engaged and performed better when taught using indigenized pedagogies. This suggests that incorporating local cultural knowledge and practices into mathematics education can lead to more meaningful learning experiences for students. Furthermore, the study underscored the importance of curriculum reform, teacher training, collaboration with local communities, and interdisciplinary cooperation for a comprehensive indigenized mathematics curriculum. These findings support the global movement towards recognizing diverse knowledge systems in education, promoting culturally inclusive pedagogies, and ensuring equitable educational experiences. The study provides valuable insights for policymakers, curriculum developers, and educators in Zambia and other countries seeking to incorporate indigenous knowledge and practices into their mathematics education systems. These findings have implications for educational policies and practices, supporting the global movement towards culturally inclusive pedagogies and equitable educational experiences.

Pendampingan Pembelajaran Kreatif dengan Metode Project Based Learning di MTs Sunan Drajat Sugihwaras Kalitengah

The existence of the corona virus outbreak has hampered teaching and learning activities which usually take place face-to-face. Even so, this pandemic was able to accelerate education 4.0. The learning system is carried out remotely by utilizing information technology. However, there are major challenges in implementing the distance learning model. Project-based learning is a model of learning that is centered on students and provides a meaningful learning experience for students. Students' learning experiences and concepts are built based on the products produced in the project-based learning process. This learning is a method where students have a big role in learning, so in this method students are required to be creative, critical, collaborate, and communicate, this goal is an encouragement to improve the knowledge of the nation's children, when viewed from a global perspective with The sophistication of digitalization which has both positive and negative sides, large possibilities can change the setting of students to be active in learning with their respective capacities, not intending to suppress but to revive the capacity possessed by each student so that it is not monotonous in terms of learning, because each individual must have the ability for himself and others in particular, here also morality is not spared from it because from small things we can make a house in ourselves (willingness) on the other hand we live in the world not only to be silent then what God gives everything to us, if we don't have a move going into doing something

The Use of Learning Portal: Reconnecting Students with Teacher for Practical Courses

Learning to sail is more than on-water lessons. Prior to the global pandemic 2020, students were required to attend a day of theory lessons before their lesson on the sea. During the crisis, the in-person contact was prohibited. Therefore, the learn-to-sail programme continued with students attending the theory lessons online followed by a recording that could be accessed. For the practical part, the students were introduced to an app for virtual sailing experience. However, the synchronous online lessons attracted more attendance (i.e., up to 100 participants per session) than the virtual sailing experience. Voluntary student feedback of 2020 and 2021 reveals that the students enjoyed the online synchronous theory lessons especially when they could re-watch the recording after the lessons to acquire certain skills at different individual paces (e.g., tying different knots). When the Covid restrictions eased and the students were back for their on-water session, the teacher realised that there is more practical time for students as the students were able to relate what they had learnt from the online theory lessons. Most importantly, the connection between the teacher and the students is found to be more engaging and interactive with Q & A than the previous in-class cohorts. Therefore, in 2022, we piloted a learning portal for the Level-1 course to increase the meaningful learning experiences for students. Adopting a theoretical framework (2021) that integrated technology acceptance model (TAM) and theory of planned behavior (TPB), we redesigned the original in-class theory lessons into eight online self-paced modules. Each module is a short video clip that covers a topic followed by a short auto-generated quiz, and the modules are sequenced in a scaffolding manner but the students could re-visit any module(s) as frequent as they need to. The students will receive the feedback straightaway, and they will be able to compare their scores with other students in an anonymous manner. They can re-do the quiz if they wish to and the answers for each question are randomised in every attempt. Pedagogically, the anonymous quiz results allow the teachers to realise the aspects that need to be re-emphasised/re-explained during the practical session. This helps the teachers to reflect if they have taught those aspects well in the modules. Also, the fact that the learning portal becomes a revision resource for the students after the course is beneficial, particularly if the students are embarking onto the next level(s). The insights from the current voluntary student feedback highlight that the sense of connection and reconnection can happen efficiently and effectively when the learning is carefully designed to address student needs, particularly in higher education. The learning portal is self-driven and paced, and largely asynchronous, but the follow-up in person session can then focus on human relationships which are significantly the key ingredients for connection and reconnection among students and between students and teacher in higher education. The enhanced student learning outcomes shows that it is time for us to re-evaluate the ways we use digital tools in the teaching and learning process.

Online learning implementation in the faculty of social sciences during the covid-19 pandemic

The COVID-19 pandemic has revolutionized the field of education. Online learning is the right solution to replace in-person learning. Improvement and development of the online learning process are really needed to provide a meaningful learning experience for students. This study aimed to examine the implementation of online learning in the Faculty of Social Sciences, Universitas Negeri Yogyakarta/FIS UNY during the pandemic. The quantitative observational approach with a cross-sectional survey was employed with the qualitative method done in group discussions. The respondents were selected using proportional stratified random sampling on all study programs in FIS UNY. Data were collected through an online survey and limited interviews to investigate students’ and lecturers’ experiences of online learning more deeply. In FIS UNY, online learning was mostly conducted through online synchronous learning. Besides, online learning was done using a learning management system developed by the university (BeSmart). There were several factors that influenced the practice of online learning at the faculty, namely the availability of learning devices, speed and stability of internet connection, and conducive learning environment. As many as 25.6% of students had issues related to learning devices. Then, 66.9% of the students stated that they did not have a stable internet connection which caused problems during the learning process. At last, 62.79% of the students admitted that it was difficult to focus on the learning process because their learning environment was not conducive. Besides IT skills, students’ independence and learning motivation were the internal factors influencing the online learning process. Another issue related to online learning was the lack of responses and feedback from the lecturers on the activities done by the students.

Enhancing Student Learning and Engagement Using Digital Stories

ABSTRACT To prepare students for competent practice in increasingly technology-enabled settings, social work curricula must provide ample opportunities for developing digital literacy. Incorporating digital stories as course assignments offer educators one promising approach. Despite the fact that digital stories can provide a powerful teaching strategy and meaningful learning experience for students, they have received little attention in the social work education literature. This study explored implementation of a digital story assignment in three social work courses and examined undergraduate and graduate students’ appraisals of the assignment and learning outcomes. Qualitative findings indicated high satisfaction and learning associated with key social work competencies such as digital literacy, group work, and advocacy. Students valued the novel opportunity for creativity and collaboration, and were challenged in positive ways to produce high quality work that could be shared with a public audience. Key challenges identified by students included a steep technology learning curve, some technology resistance, and limitations associated with group projects (e.g., group dynamics). Overall, however, these exploratory findings suggest that digital story assignments can offer a timely and useful tool for social work educators to enhance engagement and learning, foster advocacy practice skills, and build digital literacies needed in the 21st century practice landscape.

Bimbingan Penggunaan Google Form Dalam Pembuatan Soal Bagi Guru Sekolah Dasar

Based on the results of the study, it is known that the use of Google Forms as a tool for making questions in learning is more effective and efficient than assignments via WhatsApp. Teachers can use the Google Form for the next lesson. Judging from the results of the research, Teacher A gets a score of 60, 70, 100, Teacher B gets a score of 80, 100, 100, teacher C gets a score of 50, 60, 90, teacher D gets a score of 80, 80, 100 and teacher E gets a score of 75, 90 , 100. From the five teachers, there was an improvement even though there was one teacher who initially did not understand the Google Form but was able to get a fairly large score in the end. The use of Google Forms used by teachers as student assignment activity sheets is part of providing meaningful learning experiences for students who have indirectly introduced digital technology to them.

Emergency remote learning during the COVID-19 pandemic: Perspectives of elementary schools in rural area of Indonesia

Amidst the COVID-19 pademic, the Indonesian government issued a distance and online learning policy so that students study in a state of emergency. Education is a conscious effort to provide a meaningful learning experience for students. This experience includes cognitive, affective, and psychomotor aspects. This research is at the cutting edge of portraying the emergency remote learning of elementary schools in rural area of Indonesia in response to the COVID-19 pandemic. In the COVID-19 emergency, the Indonesian government issues a distance and online learning policy so that students can study even in a state of social distancing. The digital transformation of teachers and students is the impact of the learning process during the pandemic since the beginning of 2020. This research was a qualitative research employing a case study. Sources of data were teachers and students in elementary schools selected by purposive sampling. The technique applied interview and observation using interview sheet instruments and field notes about the reality of the implementation of education in schools. The results indicate that 80.81% of the learning process for low grade students is fully controlled by their parents, while in high grade students online and distance learning processes are not as formal as they should be. The implications of the results of this study illustrate that basic education in Indonesia has not yet ready in terms of human resources and technology, especially in the rural areas of frontier, outermost and underdeveloped. The contribution in this research is to provide an understanding to education observers how the process or learning experience is in pandemic and normal situations.

Thoughts of Biology Virtual Lab: A Meta-analysis study of Urogenital System Practicum in Universitas Terbuka

Practicum is an essential part of the student learning process. It promotes strengthening scientific process skills to students. On the other hand, limited access in experiencing hands-on activities requires serious attention due to the characteristics of a distance education system that restrains face-to-face activities in student learning. For this reason, a virtual lab is necessary to meet the needs of students to comprehend the functions of scientific actions while their learning. The paper will discuss the role of a virtual lab in the Biology practicum in Universitas Terbuka (UT). This paper is a meta-analysis study involving preliminary data of UT students who attended biology practicum courses during the Covid-19 pandemic. The research recommends using the virtual Lab to advance biological knowledge in biology practicum and Virtual Reality as suitable for urogenital system material. The use of 3D simulation in Virtual Reality should provide an exciting and meaningful learning experience for students.

A team-led remote ambulatory care rotation: Creating efficiency without sacrificing quality

Background and purposeAdvanced pharmacy practice experiences (APPEs) are a highly anticipated part of the doctor of pharmacy program. Traditionally, these rotations are offered as full-time, onsite experiences. However, there are situations in which geography, transportation, and housing requirements limit the accessibility of these experiences. Additionally, unexpected changes in rotation schedules or resource limitations may leave students in a difficult situation when completing their rotation hours. Having the ability to provide a remote APPE that results in similar student learning outcomes provides flexibility to experiential directors and ensures students' continued progression towards graduation. Educational activity and settingA group of faculty members and post-graduate trainees collaborated to create a remote, one-month ambulatory care experience for 18 students over three months. Students had access to the electronic health record (EHR) from their homes through a partnership with a local federally qualified health center. Access to the EHR enabled the students to participate in telehealth visits and have meaningful interactions with patients as if they were on-site. Students were also able to participate in topic discussions, answer drug information questions, complete a literature evaluation series, and work on projects remotely through this rotation. Findings and summaryThis remote rotation allowed preceptors to meet the educational needs of students while allowing them to provide patient care through telehealth. Data from summative student evaluations, student evaluations of preceptor and site, and a supplemental survey demonstrate that this remote rotation is a meaningful learning experience for students and is comparable to similar in-person rotations.

Book Review - Learning that Matters: A field guide to course design for transformative education.

In today’s 21st century, the traditional way of teaching has mostly given way to transformative education in which teachers should not only impart knowledge, but also facilitate the acquisition of skills by students (David, 2016). Educators in transformative education play the role of helping students to understand and acknowledge “the dynamics between their inner and outer worlds” (Boyd & Myers, 1988, p.261). This book provides guidance to teachers in the higher education system to help them design courses that can create meaningful learning experiences for students and actively engage them in social issues.

Establishing Social, Cognitive, and Teaching Presence in Online Learning—A Panacea in COVID-19 Pandemic, Post Vaccine and Post Pandemic Times

The COVID-19 pandemic has allowed instructors, academicians, and administrators working at institutions of higher education to re-evaluate and re-envision teaching and learning processes. While literature surrounding issues associated with transition to online learning and students’ satisfaction with online courses has started to emerge, there is paucity of work that addresses the gap in research—importance of faculty presence in online classes and how to build strong presence to create meaningful learning experiences for students especially as we continue to adapt to new normal and prepare for post-COVID world. With the primary focus on faculty presence in online classes, this article provides a comprehensive analysis of the effect of the pandemic on teaching and learning and how it influenced academic institutions worldwide. The importance of social, cognitive and teaching presence in online learning and how instructors can work towards building presence in online classes have been presented. The community of inquiry (COI) framework and how instructors can integrate this framework to build faculty presence in online classes has been described. Furthermore, research/evidence-based tips to engage learners and provide optimal learning experiences is presented. These findings may help faculty in applying COI to teaching and learning practices in the post-COVID educational world. This work is of value to faculty, administrators, and instructional designers who are preparing to teach and facilitate academic processes during the pandemic, post-vaccine stage and in the post-pandemic world.

VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0

Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. After developing several visuo-haptic simulators, our team identified serious difficulties and important challenges to achieve successful learning environments within the framework of Education 4.0. This paper presents the VIS-HAPT methodology for developing realistic visuo-haptic scenarios to promote the learning of science and physics concepts for engineering students. This methodology consists of four stages that integrate different aspects and processes leading to meaningful learning experiences for students. The different processes that must be carried out through the different stages, the difficulties to overcome and recommendations on how to face them are all described herein. The results are encouraging since a significant decrease (of approximately 40%) in the development and implementation times was obtained as compared with previous efforts. The quality of the visuo-haptic environments was also enhanced. Student perceptions of the benefits of using visuo-haptic simulators to enhance their understanding of physics concepts also improved after using the proposed methodology. The incorporation of haptic technologies in higher education settings will certainly foster better student performance in subsequent real environments related to Industry 4.0.

THE EFFECT OF SCIENTIFIC APPROACH OF PROBLEM BASED LEARNING (PBL) MODELS AND SOCIAL SKILLS ON STUDENT LEARNING OUTCOMES PPKN SUBJECTS CLASS V AT SDN 106161 LAUT DENDANG YEAR 2020/2021

The purpose of this study is to determine: (1) To determine the effect of applying the scientific approach to the Problem Based Learning (PBL) model on student learning outcomes. (2) To determine the effect of Social Skills on student learning outcomes (3) To determine the interaction of the Scientific Approach Model Problem Based Learning (PBL) and social skills in influencing student learning outcomes of Civics. The population of this study was all fifth grade students at SDN 106161 Laut Dendang for the academic year 2020/2021. The sampling technique in this study was taken randomly using a lottery, determined 2 (two) classes as the experimental group, namely 1 (one) class being the Scientific Approach Treatment class and the 2nd class being the expository learning treatment class. The determination of the experimental class and the control class is the Problem Based Learning (PBL) model in the VA class30 Students and expository learning model in VB class 28 Students. The data analysis technique used was two-way ANOVA at a significance level of = 0.05, followed by the Scheffe test. The results obtained: (1) the average PPKn learning outcomes of students with Problem Based Learning (PBL) learning is 24.37 higher than students with expository learning of 19.46. (2) the average civics learning outcomes among students who have high social skills get an average score = 24.15, while the civics learning outcomes of students who have low social skills get an average score = 20.25 (3) there is no interaction between the use of the learning model and students social skills (high and low), namely the high social skills group (26.69), and the low social skills group (22.59), which is greater than the students who are taught with expository learning, namely the high social skills group (21.62), and the low social skills group (17.60). The results of data analysis concluded that students with high social skill characteristics used the Problem Based Learning (PBL) learning model and obtained a high average. While low social skills using the Expository model will get a low average. The implication of this research is that efforts to improve the teaching and learning process provide a more meaningful learning experience for students, one of the efforts that teachers can do is through the use of Problem Based Learning (PBL).

Pengembangan Modul Pembelajaran Tema Sistem Tata Surya Pada Siswa Kelas IV SDN Gedongombo 6 Kabupaten Tuban

The primary school learning process in implementing the 2013 curriculum is carried out in an integrated manner with the theme of linking between subjects so that it is expected to provide meaningful learning experiences for students. Teachers determine student success in learning so that superior human resources are created through the educational process. The module is a printed teaching material that teachers can use to present learning material. Therefore it is necessary to develop a learning module. The purpose of this development research was to determine the effectiveness of the module with the theme of the solar system, the sub-theme of the change in the appearance of celestial bodies in SDN Gedongombo 6, Kecamatan Semanding, Kabupaten Tuban in fourth grade students. The research procedure uses the Four-D model according to Thiagarajan. The data collection instrument for this module development research consists of an assessment instrument for the subject matter expert learning module, an assessment instrument for the linguist learning module, an assessment instrument for the learning module for media experts, and a student questionnaire. From the final results of module development that have been validated by experts, it is obtained data that the module in the content criteria has an SPV value of 85.94%. The assessment of the accuracy of the narrative language was 90.83% after a revision was made according to the suggested validation results. Evidence of the final test data using the module shows the achievement of KKM 75 by 21 students out of 25 students.

Implementation of discovery learning in a digital class and its effect on student learning outcomes and learning independence level

Background: The need to use online learning is inevitable during the Covid-19 pandemic. There has been a call for action in education policy to provide a more flexible, digitally based learning strategy. It is presumed that this change in learning methods will reduce meaningful learning experiences. Methods: This study examines the application of discovery learning in the digital classroom and its effect on learning outcomes and independent learning. The research employed a quasi-experiment method, and the sample was taken using a randomized sampling technique. Two classes with the same initial knowledge value were used as experimental and control groups. The instrument used was a cognitive test and a Self-Directed Learning (SDL) questionnaire. Results: The results of this research show that there is a significant difference in learning outcomes and SDL in the experiment and control group. Students that apply discovery learning with a combination of face-to-face and digital classes get better results on both variables than in conventional discovery class. Conclusions: It can be concluded that the application of discovery learning through the digital classroom has a positive effect on learning outcomes and students' level of independence. This study was only conducted in one secondary school and more samples are recommended for further study. The limitations of the application of face-to-face discovery learning can be overcome by the application of online learning, which facilitates meaningful learning experiences for students.

The healthcare redesign student experience: qualitative and quantitative insights of postgraduate work-integrated learning

ABSTRACT A challenge for providers of work-integrated learning courses is delivering a meaningful learning experience for students, while collaborating with organisations to ensure adequate support. Evaluating student experience has traditionally been about collecting feedback on teaching methods, course content and learning outcomes, rather than the educational influence of student interactions with people, places and systems at their workplace. The aim of this mixed-methods study was to evaluate the student experience within a workplace-integrated healthcare redesign postgraduate course and understand how it affects student learning. Ninety-nine graduates of the course completed an online bespoke survey indicating their levels of satisfaction with the course, including delivery, support and goal achievement. In addition, 10 graduates participated in semi-structured interviews where they shared their overall experience with the course, including barriers and enablers to completion, the balance between academic requirements and workplace responsibilities, and the influence of educators on their achievements. The results suggested that social interaction, communication, and knowledge and skills development were highly valued by students, and that resourcing, course structure and organisational support were significant factors that influenced student outcomes. Cross-discipline interaction and networking opportunities further enhanced student learning. Study findings indicated that a blended model of learning involving workplace project-based activity and traditional academic delivery provided meaningful, practice-relevant learning opportunities and enriched the student experience.

Students Perception of E-Learning: A Case Study on the English Students at Sulawesi Barat University

The Minister of Education and Culture, issued Circular Number 4 of 2020 concerning the Implementation of Education in Emergency Coronavirus (Covid-19), one of which emphasized that online learning (distance), was carried out to provide meaningful learning experiences for students, without being burdened by the demands of completing all curriculum achievements for class and graduation. Online / distance learning is focused on increasing students' understanding of the corona virus and the Covid-19 outbreak. E-Learning is the best choice for education in the midst of the Covid-19 outbreak. However, in Indonesia, not all students are familiar with the E-Learning system so this has become a new thing that requires adaptation. This research aimed at knowing the students’ perceptions toward E-learning during Covid-19 pandemic at Sulawesi Barat University. This descriptive research was done by questionnaire in collecting the data. The source of the data was students of English Education Department Faculty of Teacher Training and Education Sulawesi Barat University. The result of the analysis shows that there were 73.7% of students felt the lecturer explained the material well, 84, 2% of students expressed the material provide based on semester learning plan, and 75, 4% of students expressed e-learning was effective, 77.2% of students said that their ability has increase learning in E-learning and 64.9% of students expressed lecturer conducted question and answer activities. As a result, the students’ perceptions of e-learning were gets positive perception because it is flexible and effective. Meanwhile, its flexibility made some students motivated but some were being lazy in doing it and choose to suspend the assignments.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR PRAKARYA DAN KEWIRAUSAHAAN SISWA PADA MATERI KONSEP DASAR KERAJINAN DI SMK YKTB 2 BOGOR

THE APPLICATION OF JIGSAW TYPE COOPERATIVE LEARNING MODELS TO IMPROVE RESULTS OF CRAFTSMANSHIP AND ENTREPRENEURSHIP STUDENT IN BASIC CRAFTS CONCEPT MATERIALS IN SMK YKTB 2 BOGORThe Jigsaw cooperative model is one of the learning models that teachers can apply in Craft and Entrepreneurship learning to provide meaningful learning experiences for students because it can generate teaching and learning activities. Positive student learning activities are a process for students to learn and understand the material. The more often students involve actively in teaching and learning activities, the greater the opportunity for students to develop their abilities both academically to achieve the KKM targets (Minimum Completeness Criteria) and also hopefully in terms of developing attitudes in students. The research method used is classroom action research. This research was conducted on students of Class XI OTKP 1 SMK YKTB 2 Bogor. With 34 students consisting of 17 boys and 17 girls. The correctness of the action hypothesis and to answer research questions need to be supported by accurate data and information obtained through research. The data were obtained through daily tests carried out at the end of the cycle, individual assignments in the form of homework (PR) group assignments, observation sheets and student questionnaires. Based on the analysis of the research data, it can be seen that the application of the jigsaw cooperative model in learning integers can improve student learning outcomes and student activity has increased because all students feel valued and can take part in maintaining the good name of their group even though their score is not 100 which is important in Each cycle test has an increase, so that students give a positive response to the jigsaw cooperative learning model.

Learning Strategy of Production of Tempe Through Various Size of Soybean Particles for Students with Hearing Impairments

The aim of this study was to find a strategy to teach how to make tempe in biotechnology materials through various particle sizes of soybeans to students with hearing impairments at the high school level. This research method used a single subject approach with pre-test and post-test designs with 10 students with hearing impairments, aged 19- 21 years, in Bandar Lampung, Indonesia. Learning strategies in the form of experimental demonstration, using the original media, and total communication (sign language, oral, speech reading, and writing). The results of the experiment showed that the more yeast used on the soybean particles, the more the fungus binds the soybeans, thus making the durability better. Teaching results show students with hearing impairments can understand all material about biotechnology in making tempe with various particle sizes. The experimental demonstration strategy provides concrete explanations about making tempe from various particle sizes of soybeans. Students' learning needs are well accommodated to provide a meaningful learning experience for students with hearing impairment.

New models for instruction: Fusing the ACRL Framework and Roles and Strengths of Teaching Librarians to promote the lifelong learning of teaching librarians

The ACRL Framework for Information Literacy for Higher Education’s emphasis on curiosity, creativity, engagement, and metacognition can guide librarians in designing meaningful learning experiences for students. Inspiring students to learn is arguably contingent upon our sustained engagement as teachers. Can we facilitate and inspire learning without building and expanding our skills and harboring a certain joie de vivre for teaching? To put it bluntly, don’t we have to put on our own masks first? How do we establish habits of mind that nourish our skills and our spirits so that we can remain engaged throughout our teaching lifespans?